Learning to program = learning to construct mechanisms and explanations
Communications of the ACM
The case for case studies of programming problems
Communications of the ACM
Design patterns: an essential component of CS curricula
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Undergraduate consultation: opportunities and challenges
Journal of Computing Sciences in Colleges
Why complicate things?: introducing programming in high school using Python
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Novice difficulties with interleaved pattern composition
ISSEP'13 Proceedings of the 6th international conference on Informatics in Schools: Situation, Evolution, and Perspectives
Efficient egg drop contests: how middle school girls think about algorithmic efficiency
Proceedings of the ninth annual international ACM conference on International computing education research
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In the course of reading the description of a given assignment, it is natural that associations with design patterns directly tied to explicit keywords or phrases in the assignment text will evolve. However, explicit keywords may not always be the basis for the desired solution. Implicit cues may yield a better outcome. This paper presents a study of novice programmers who are misguided by explicit keyword associations. The study shows that students' tendency to "design-by-keyword" may sometime lead them to incorrect or inefficient programming solutions. The study displays student solutions to three CSI problems, each answered in three different ways. The first two ways reflect undesirable "design-by-keyword" outcomes, and the third way encloses the desired solution, which demonstrates the importance of looking for implicit cues.